Master of Education with a Major in Professional Counseling, School Counseling

The Masters of Education (M.Ed.) in Professional Counseling is designed for graduate students preparing for employment as professional counselors in schools, community agencies, and colleges or universities or for careers in college student services in colleges and universities. Three options of study, School Counseling, Clinical and Mental Health Counseling, and College Student Affairs, are available.

The M.Ed. in Professional Counseling is designed for graduate students preparing for employment as professional counselors in schools, clinical mental health agencies, and colleges or universities or for careers in college student services in colleges and universities. Three options of study, School Counseling, Clinical Mental Health Counseling, and College Student Affairs, are available. The School Counseling and Clinical Mental Health Counseling programs are accredited by the Council for Accreditation of Counseling and Educational Related Programs (CACREP). The School Counseling program requires a minimum of 60 semester hours (2.5 years of full time study), and the Clinical Mental Health Counseling program requires a minimum of 60 semester hours (3 years of full time study). The College Student Affairs program consists of a minimum of 42 semester hours and adheres to CAS standards. A student will receive faculty endorsement only for the relevant option and plan of study completed.

Program Location

Method of Delivery

Accreditation

The University of West Georgia is accredited by The Southern Association of Colleges and
Schools Commission on Colleges (SACSCOC).

This program is accredited by the Council for Accreditation of Counseling & Related Educational Programs (CACREP).

Credit and transfer

Total semester hours required: 60 A transfer credit evaluation will be completed by the UWG Transfer Team
(transfer@westga.edu).
Course application to a program is subject to review by the department.

Cost

Access to current technological tools is required along with a subscription to the TK20 portfolio and evaluation program.

This program may be earned entirely face-to-face. However, depending on the courses chosen, a student may choose to take some partially or fully online courses.

Save money

UWG is often ranked as one of the most affordable accredited universities of its kind, regardless of the method of delivery chosen.

Details

Total tuition costs and fees may vary, depending on the instructional method of the courses in which the student chooses to enroll.

The more courses a student takes in a single term, the more they will typically save in fees and total cost.

Face-to-face or partially online courses are charged at the general tuition rate and all mandatory campus fees, based on the student's residency (non-residents are charged at a higher rate).

Fully or entirely online course tuition rates and fees my vary depending on the program. Students enrolled in exclusively online courses do not pay non-Resident rates.

Together this means that GA residents pay about the same if they take all face-to-face or partially online courses as they do if they take only fully online courses exclusively; while non-residents save money by taking fully online courses.

One word of caution: If a student takes a combination of face-to-face and online courses in a single term, he/she will pay both all mandatory campus fees and the higher eTuition rate.

Coursework

General

An introduction to selected, prominent counseling theories. Focus is on relating theory to practice and on comparing and contrasting the key concepts, techniques, counselor and client roles, counselor-client relationships, methods of assessment and the contributions and limitations of each theory.

An overview of basic, therapeutic interviewing skill building through practice and feedback to develop personal strengths in counseling. This course also provides students with an orientation to professional counseling organizations, the developmental history of the counseling profession, as well as ethical, legal and professional issues.

Methods for the assessment of individuals in counseling will be taught, including clinical interviewing techniques, mental status exam, use of the APA Diagnostic and Statistical Manual (DSM), test selection, administration, scoring, interpretation, and reporting of results. Selection and interpretation of assessment tools appropriate for community and school settings will be addressed.

Studies that provide both theoretical and experiential understandings of group purpose, development, dynamics, counseling theories, group counseling methods and skills, and other group approaches. This course also includes 10 hours of experience as a group member.

This course is a foundational course to prepare school counselors as leaders who strengthen elementary, middle and secondary education and also serve as effective change agents in a multicultural environment. The content of the course includes an overview of the functional skills necessary for the delivery of a school counseling program and the principles underlying the work of the school counselor. Emphasis is placed upon the role of the counselor as an advocate for student success in school and life. Professional skills in six arenas - advocacy, brokering of services, collaboration, counseling, effective use of data, and leadership, are introduced. Technology will be integrated throughout the course.

The counseling internship is designed to give candidates an opportunity to continue integrating and applying the awareness, knowledge, and skills learned throughout the counseling training program. Candidates will deliver counseling services in a field setting, and receive supervision of their work in biweekly group seminars for discussion of on-site issues, ethical issues, professional development, tape presentations, in-service training, and participation in peer supervision. A minimum of 600 on-site hours (240 direct service) for internship is required. CEPD 6182 Prerequisites: CEPD 6188 and College of Education Field Experience Application approval required.

This course emphasizes supervision of individual and group counseling and guidance conducted in field settings. Special attention is paid to the development of skills, interventions, and brokering of services. The foundation for the course is brief counseling approaches. A return to campus for individual supervision is a requirement of the course. A minimum of 150 hours is required. CEPD 6188 Prerequisites: CEPD 6131, CEPD 6140, CEPD 6160 and College of Education Field Experience Application approval is required.

This graduate course is a study of human growth and development from birth through aging and death. The course focuses on areas of physical, cognitive, social, personality, and emotional development as a series of progressive changes resulting from the biological being's interactions with the environment. Special emphasis is placed on the development characteristics of school age youth within a multicultural and diverse society.

This course is designed to give an overview and provide an understanding of abnormal behavior in the context of the diagnostic categories as described in the most recent edition of the Diagnostic and Statistical Manual of Mental Disorder (5th Ed.) [DSM-5] and the diagnostic system. Particular emphasis will be placed on the processes of assessment, diagnosis, and treatment of mental and emotional disorders and factors influencing these.

This course is designed to help students in a master's level or higher curriculum become competent in the use of educational and occupational information in counseling-related activities. Particular emphasis will be placed on how information is processed in planning, establishing and managing careers from a life-span perspective.

This course provides an overview of the nature of family systems relationships and family development. Particular emphasis will be given to the theory and practice of marital and family therapy. Students will examine both theoretical and empirical elements of family counseling which can be applied to marriage and family systems.

This course focuses on encouraging the unique development and emotional growth of children through the process of counseling. The content of the course introduces a distinct group of interventions including play and communication skills as integral components of the therapeutic process. A major focus of the course involves instructional and experiential opportunities for the student counselor to develop skills that provide children with appropriate developmental materials and facilitate a safe relationship for the child to express models that can be applied to elementary age children.

This course emphasizes 'theory to practice' by providing experiences that allow students to assess and develop their personal leadership while emphasizing the values, knowledge and skills required for effective advocacy and brokering of services through consultation and collaboration Special emphasis is placed on the development of skills in planning, organizing, coordinating and delivering programs that generate systematic change. Use of data to identify needs, remove barriers and mobilize resources from schools and communities in order to increase options for students and clients are primary themes throughout the course.

This course is designed to provide counselors with the research knowledge and skills necessary to evaluate individual and group counseling interventions, as well as educational programs. An emphasis will be placed on the collection and use of quantitative and qualitative data to evaluate programs. Counselors in training will also learn how to communicate data and findings to others to effect change and to act as advocates for students/clients.

This course provides an introduction to the theory and practice of crisis intervention and trauma counseling. Students will be prepared to recognize, understand, and respond to the needs of individuals who are experiencing or have experienced individual, family, or community level crises, disasters, or trauma.

This course is designed for counselors and other human service providers working in a variety of settings, including schools, community agencies, private practices, and hospitals. Topics covered include the classification of drugs and their effects on users; various models of addiction; the use of assessment, diagnosis, and prevention strategies with individuals, families, and groups; relapse prevention; and legal, ethical and multicultural issues associated with addictions work.

Study of characteristics, identification, and support needs of exceptional children and youth. Includes basic teaching strategies and supportive techniques/resources for meeting needs of pupils with special needs in the regular classroom. Designed for non-special education majors. Students must earn a grade of "B" or better in SPED 6706 or department approved alternative to meet the special education requirement of Georgia House Bill No. 671 and be recommended for educator certification in Georgia. The grade requirement of "B" or better is effective July 1, 2019, for courses completed on or after that date.

Official transcripts from a regionally or nationally accredited institution are required and should be sent directly to the UWG Admissions Office.

Program Specific Admittance Guidelines

The admission process begins with application to the Graduate Studies. The application and all materials are submitted to the Graduate Admissions office. Files will be reviewed in the department only after all materials are received. Admission to the M.Ed. Professional Counseling School Counseling are in the summer semester.

2.7 Undergraduate GPA

Resume

Minimum GRE composite score of: 286 with a minimum of 146 verbal and 140 quantitative, and a 3.5 analytical writing. Scores must be no more than 5 years old.

Passing score on the GACE Program Admission Assessment, Combined Test I, II, and III; or

The GACE Program Admission Assessment, Combined Test I, II, and III can be exempted with the following scores:

SAT Composite score: 1000 on Verbal and Math

ACT Composite score: 43 on English and Math

GRE Composite score: 1030 on Verbal and Quantitative (before 8/1/2011); or GRE Composite Score; 297 on Verbal and Quantitative on or after 8/1/2011)

Valid Teaching Certificate

Written personal narrative describing the reasons for applying to the program, an analysis of personal strengths and weaknesses related to chosen option, career goals, and anticipated benefits from the program.

Interview with faculty. This interview will focus on the assessment of factors such as emotional maturity, professional related experience, readiness for the program, life experiences, attitude, compatibility with department goals, and communication/interpersonal skills.

Contact

Specific dates for Financial Aid, Fee Payment, Registration, Start/End of Term Dates, Final Exams, etc. are available in THE SCOOP.

Specific Graduate Admissions Deadlines are available via the Graduate School

Objectives

Learning Objectives:

(1) Candidates will demonstrate professional dispostions consistent with the field of professional counseling, as measured by an average rating of "proficient" or higher on a summaive administration of the Professional Dispositions and Behaviors Rubric.

(2) Candidates will demonstrate professional skills consistent with the field of professional counseling, as measured by an average rating of "proficient" or higher on a summative administration of the Field Placement Evaluation.

(3) Candidates will know the major concepts, theories, and practices articulated in current counselor preparation standards, as measured by a passing score on the Counselor Preparation Comprehensive Examination (CPCE).